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Productive disciplinary engagement as a recursive process: Initial engagement in a scientific investigation as a resource for deeper engagement in the scientific discipline
ARTICLE

International Journal of Educational Research Volume 64, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd

Abstract

Engle and Conant (2002) show how productive disciplinary engagement (PDE) for students can be attained through learning environments structured to support problematizing subject matter, give students authority to address content problems, hold students accountable to others and disciplinary norms, and provide students with resources. This paper considers how one classroom's involvement in a scientific investigation embodied and extended the PDE framework. In this U.S. based classroom, 5th grade non-native and English language learning students engaged in scientific inquiry and contributed their findings to a greater scientific community. This paper proposes that these students experienced PDE at both initial and deeper levels, where students’ initial PDE in scientific activities served as a resource for PDE at a more discipline-specific level.

Citation

Meyer, X. (2014). Productive disciplinary engagement as a recursive process: Initial engagement in a scientific investigation as a resource for deeper engagement in the scientific discipline. International Journal of Educational Research, 64(1), 184-198. Elsevier Ltd. Retrieved April 4, 2020 from .

This record was imported from International Journal of Educational Research on January 29, 2019. International Journal of Educational Research is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijer.2013.07.002

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